Perceptions of Prospective Social Studies Teachers on the Effectiveness of Google Classroom in Enhancing Pedagogical Content Understanding and Teaching Readiness at Junior High Schools (SMP)
DOI:
https://doi.org/10.58258/jime.v11i4.9574Keywords:
Google Classroom, pedagogical understanding, teaching readiness.Abstract
This study aims to analyze the perceptions of pre-service Social Studies (IPS) teachers regarding the effectiveness of using Google Classroom in improving pedagogical content knowledge and teaching readiness at the junior high school (SMP) level. The research employed a mixed-methods approach with a convergent parallel design. The participants consisted of 30 students from STKIP Harapan Bima. Quantitative data were collected through a perception questionnaire, a pedagogical understanding test, and a teaching readiness observation sheet, while qualitative data were obtained through in-depth interviews and field notes.The findings revealed a significant improvement in students’ pedagogical content understanding (mean pretest = 62.4; posttest = 79.6; p < 0.05) with an N-Gain score of 0.45 (moderate category) and an effect size of 2.15 (very strong effect). Students’ perceptions of Google Classroom effectiveness were generally high (mean = 4.19 out of 5), particularly in the dimensions of accessibility (87%) and usefulness for learning (86%). Qualitative analysis indicated that students experienced ease in accessing materials, increased collaboration, and greater efficiency in managing assignments. The main obstacles—limited internet connectivity and digital device availability—were mitigated through adaptive learning strategies.The integration of quantitative and qualitative data demonstrates that Google Classroom is effective as a pedagogical learning medium that fosters digital literacy, self-regulated learning, and professional readiness among pre-service Social Studies teachers.References
Adarkwah, M. A. (2021). “I’m not against online teaching, but what about us?”: ICT in Ghana post COVID-19. Education and Information Technologies, 26(2), 1665–1685.
Al-Maroof, R. S., & Al-Emran, M. (2018). Students’ acceptance of Google Classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in Learning (iJET), 13(6), 112–123.
Anggraeni, D., Raharjo, E., & Lestari, S. (2020). Pengembangan kompetensi pedagogik calon guru dalam pembelajaran abad 21. Jurnal Pendidikan dan Pembelajaran, 27(1), 44–56.
Charity, M. (2021). Teachers’ readiness in using Google Classroom for online learning. Journal of Educational Technology Studies, 5(3), 22–30.
Defri, T. (2022). Efektivitas penggunaan Google Classroom terhadap kepuasan mahasiswa dalam pembelajaran kewirausahaan. Jurnal Pendidikan Ekonomi dan Bisnis, 5(2), 89–102.
Hasmiati, H., Arsyad, A., & Basri, M. (2022). Persepsi mahasiswa calon guru terhadap penggunaan Google Classroom dalam pembelajaran daring. Jurnal Teknologi Pendidikan, 24(3), 155–168.
Iftakhar, S. (2016). Google Classroom: What works and how? Journal of Education and Social Sciences, 3(1), 12–18.
Isnaniah, N. (2021). Efektivitas Google Classroom sebagai media pembelajaran IPS di SMP. Jurnal Ilmiah Pendidikan dan Pembelajaran, 11(1), 77–89.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Sabran, S., & Sabara, E. (2014). The effectiveness of Google Classroom as an e-learning tool. Jurnal Pendidikan Teknologi Informasi dan Komunikasi, 2(1), 30–35.
Triadi, D. (2022). Analisis efektivitas Google Classroom dalam meningkatkan hasil belajar mahasiswa. Jurnal Teknologi Pendidikan Indonesia, 8(2), 56–65.
Utami, A. F., Rahmawati, D., & Suryani, E. (2022). Challenges in online learning in rural universities: A case study during COVID-19. International Journal of Education and Learning, 4(1), 45–59.
Yossi, R. (2022). Pengaruh penggunaan Google Classroom terhadap kesiapan mengajar calon guru. Jurnal Pendidikan Profesi Guru, 6(4), 112–120.
Downloads
Additional Files
Published
Issue
Section
License
Copyright Notice
Authors who publish with Jurnal Ilmiah Mandala Education agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.Â
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
